Lisans Öğrencilerinin Öz Düzenlemeli Öğrenme Becerileri ve Öz Düzenlemeyi Desteklemede Yükseköğretimin Rolü

Öz

Problem Durumu: Öz düzenlemeli öğrenme becerisi öğretim yoluyla geliştirilebilen ve akademik başarıyı yordayan önemli bir faktördür. Öte yandan, öz düzenlemeli öğrenme becerisinin yaşamboyu öğrenme becerisini de desteklemesi bu beceriyi oldukça önemli kılan bir diğer unsurdur. Bu nedenle bireylerin yaşamboyu öğrenmelerini sağlayabilmesi için önem arz eden öz düzenlemeli öğrenme becerisinin geliştirilmesine okulöncesi basamağından yükseköğretim basamağına dek ağırlık verilerek bireylerin öz düzenlemeli ve yaşamboyu öğrenenler olması amaçlanmalıdır. İlköğretim ve ortaöğretime kıyasla yükseköğretim basamağı öğrencilerin daha etkin ve öz disiplinli olmalarını gerektiren bir yapıya sahip olmasına rağmen, birçok öğrenci yükseköğretim basamağına amaç belirleme veya uygun öğrenme stratejisini seçme gibi temel öz düzenleme becerilerinden yoksun olarak gelmekte ve bu nedenle yükseköğretimde dezavantajlı duruma düşmektedirler. Öz düzenlemeli öğrenme becerisinin öğretim ve eğitsel yaşantılar yoluyla geliştirilebilen ve dolayısıyla ‘öğretilebilir’ bir beceri olduğu da göz önünde bulundurulduğunda yükseköğretim programlarının öz düzenlemeli öğrenme becerisini geliştirmede önemli bir rolü olduğu söylenebilir. Ancak yapılan alanyazın taraması sonucunda, lisans öğrencilerinin öz düzenlemeli öğrenme becerilerinin ne düzeyde olduğuna ilişkin kapsamlı bir çalışma yapılmadığı, sınıf düzeyi ve cinsiyet değişkenine ilişkin çelişkili bulguların olduğu, fakülte türü, yabancı dil hazırlık eğitimi ve devam ettiği programı tercih nedeni değişkenlerinin öz düzenlemeli öğrenme ile ilişkisinin ele alınmadığı, yükseköğretim programlarının hangi unsurlarının bu beceriyi desteklediğinin ise araştırmacılar tarafından yeterince ele alınmadığı görülmektedir.

Araştırmanın Amacı: Bu araştırmanın amacı lisans öğrencilerinin öz düzenlemeli öğrenme becerisi düzeyini belirlemek ve yükseköğretim programlarının lisans öğrencilerinin öz düzenlemeli öğrenme becerisini geliştirmedeki rolünü ortaya çıkarmaktır. Bu bağlamda, lisans öğrencilerinin öz düzenlemeli öğrenme becerisinin cinsiyet, sınıf düzeyi, yabancı dil hazırlık eğitimi alıp almama durumu, mezun olunan ortaöğretim kurumu ve devam ettikleri programı tercih etme nedenine göre anlamlı bir farklılık gösterip göstermediği incelenmiştir. Bununla birlikte, lisans öğrencilerinin görüşlerine göre yükseköğretim programlarının öz düzenlemeli öğrenme becerisini geliştiren unsurları ve öz düzenlemeli öğrenmenin yükseköğretim programlarında teşvik edilmesine ilişkin önerileri belirlenmiş ve öğrencilerden yükseköğretimin öz düzenlemeli öğrenmeyi ne denli teşvik ettiğine yönelik görüşleri alınmıştır.

Araştırmanın Yöntemi: Karma araştırma yönteminin benimsendiği bu araştırmanın deseni yakınsayan paralel desendir. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu, Öz Düzenleyici Öğrenme Ölçeği (Turan, 2009) ve araştırmacılar tarafından oluşturulan Yarı Yapılandırılmış Görüşme Formu kullanılmıştır. Araştırmanın nicel boyuttaki örneklemi seçkisiz ve tabakalı örnekleme yoluyla belirlenen 1411 lisans öğrencisinden oluşmakta olup nitel boyutta ise 9’u erkek 8’i kadın toplam 17 lisans dördüncü sınıf öğrencisiyle görüşmeler yapılmıştır. Nicel verilerin analizinde betimsel istatistikler, bağımsız örneklemler t-testi ve tek yönlü ANOVA kullanılırken nitel verilerin analizinde içerik analizi yöntemi kullanılmıştır.

Anahtar Kelimeler

• Öz düzenleme
• öz düzenlemeli öğrenme
• yükseköğretim
• üniversite öğrencileri

Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation

Abstract

Purpose: This research aims to examine self-regulated learning (SRL) skills of undergraduate students (USs) and reveal the role of higher education programs in promoting SRL skills. Research Methods: In this mixed-method research, the participants consisted of 1411 freshmen and senior students and 17 senior-year interviewees. Data collection tools included Personal Information Form, Self-Regulatory Learning Scale and semi-structured interview form.

Findings: The findings obtained in this study showed that SRL skills of USs were moderate. SRL skills of USs significantly differed in accordance with gender, grade level, foreign language preparatory education, the high school type students graduated from and the motive for choosing the program. The qualitative findings of the study revealed that a wide range of elements regarding curriculum, instruction, instructors and other components of higher education programs were substantially significant in enhancing SRL.

Implications for Research and Practice: As a result of this research, it can be suggested that higher education programs in the sample do not adequately promote SRL skills of undergraduate students. The inclusion of SRL-promoting-elements in the curriculum and instructional processes are bound to the instructors who design their own courses. Considering most of the faculty members have not received a comprehensive pedagogical and andragogical education, SRL might have a long way to get in to the agenda of tertiary instructors. Therefore, the tertiary instructors are highly suggested participating in a continuous and comprehensive pedagogical training focusing on the good teaching practices that can foster SRL and desirable learning outcomes.

Keywords

• Self-regulation
• self-regulated learning
• higher education
• university students

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